Arkansas Department of
Education Arkansas ACT
,QUESTIONS
Question 1
“Introductory, transitional, and concluding statements” is complete under
“Production of Writing”. Which next task addresses the separate requirement
for “Integration of Knowledge and Ideas”?
A. Average, median, mode, and weighted averages
B. Producing, interpreting, and refining mathematical models for real-world scenarios
C. Analyzing reasoning across multiple or paired passages
D. Introductory, transitional, and concluding statements
Correct Answer: C
Full Explanation: Integration of Knowledge and Ideas: Analyzing reasoning across multiple or
paired passages. Production of Writing: Introductory, transitional, and concluding statements. A:
This describes “Integrating Essential Skills”, rather than the requested focus. B: This describes
“Modeling”, rather than the requested focus. D: This describes “Production of Writing”, rather than
the requested focus.
Question 2
The label “Knowledge of Language” is attached to “Variety in sentence
structure and precise vocabulary choice”. Which replacement description
better fits the label?
A. Variety in sentence structure and precise vocabulary choice
B. Elimination of redundancy and wordiness
C. Analyzing reasoning across multiple or paired passages
D. Adherence to standard written English conventions
Correct Answer: B
Full Explanation: Knowledge of Language: Elimination of redundancy and wordiness. Language
Use: Variety in sentence structure and precise vocabulary choice. A: This describes “Language
Use”, rather than the requested focus. C: This describes “Integration of Knowledge and Ideas”,
rather than the requested focus. D: This describes “Language Use”, rather than the requested
focus.
2
,QUESTIONS
Question 3
For a review confined to “Key Ideas and Details”, which pair is internally
consistent rather than mixed with “Craft and Structure”? The pair must contain
two distinct concerns. One concern to retain is “Identifying central themes,
main ideas, and summaries”.
A. Evaluating structure, function, and point-by-point development in texts; Understanding
sequential and cause-effect relationships
B. Identifying central themes, main ideas, and summaries; Understanding sequential and
cause-effect relationships
C. Identifying central themes, main ideas, and summaries; Evaluating structure, function, and
point-by-point development in texts
D. Evaluating structure, function, and point-by-point development in texts; Evaluating structure,
function, and point-by-point development in texts
Correct Answer: B
Full Explanation: Key Ideas and Details: Identifying central themes, main ideas, and summaries.
Key Ideas and Details: Understanding sequential and cause-effect relationships. Craft and
Structure: Evaluating structure, function, and point-by-point development in texts. A: This
describes “Craft and Structure”, rather than the requested focus. C: This describes “Craft and
Structure”, rather than the requested focus. D: This repeats a different focus rather than covering
two distinct concerns in the requested area.
Question 4
A coordinated review separates “Basic measurements (area, volume, length)”,
“Generation of relevant ideas and maintenance of a clear thesis”, and “Centers
of data, spread, data display interpretation, and probability calculations”.
Which ordered assignment avoids switching their roles?
A. Integrating Essential Skills → Statistics and Probability → Ideas and Analysis
B. Ideas and Analysis → Integrating Essential Skills → Statistics and Probability
C. Integrating Essential Skills → Ideas and Analysis → Statistics and Probability
D. Statistics and Probability → Ideas and Analysis → Integrating Essential Skills
Correct Answer: C
Full Explanation: Integrating Essential Skills: Basic measurements (area, volume, length). Ideas
and Analysis: Generation of relevant ideas and maintenance of a clear thesis. Statistics and
Probability: Centers of data, spread, data display interpretation, and probability calculations. A:
Positions 2, 3 do not preserve the corresponding task-to-focus relationships. B: Positions 1, 2 do
not preserve the corresponding task-to-focus relationships. D: Positions 1, 3 do not preserve the
corresponding task-to-focus relationships.
3
, QUESTIONS
Question 5
What should a targeted check of “Number and Quantity” examine?
A. Real and complex numbers, exponents, vectors, and matrices
B. Grammar and usage (pronoun agreement, modifier placement, verb tense consistency)
C. Elimination of redundancy and wordiness
D. Properties of shapes, circles, triangles, volume, surface area, and coordinate geometry
Correct Answer: A
Full Explanation: Number and Quantity: Real and complex numbers, exponents, vectors, and
matrices. B: This describes “Punctuation (commas, apostrophes, colons, semicolons)”, rather than
the requested focus. C: This describes “Knowledge of Language”, rather than the requested focus.
D: This describes “Geometry”, rather than the requested focus.
Question 6
Which pair stays within the focus of “Scientific Investigation”, without
switching to “Knowledge of Language”? The pair must contain two distinct
concerns. One concern to retain is “Assessing the validity of scientific
information”.
A. Assessing the validity of scientific information; Analyzing conflicting viewpoints or alternative
hypotheses in biology, chemistry, physics, and earth/space sciences
B. Maintenance of consistent tone and style; Maintenance of consistent tone and style
C. Maintenance of consistent tone and style; Analyzing conflicting viewpoints or alternative
hypotheses in biology, chemistry, physics, and earth/space sciences
D. Assessing the validity of scientific information; Maintenance of consistent tone and style
Correct Answer: A
Full Explanation: Scientific Investigation: Assessing the validity of scientific information.
Scientific Investigation: Analyzing conflicting viewpoints or alternative hypotheses in biology,
chemistry, physics, and earth/space sciences. Knowledge of Language: Maintenance of consistent
tone and style. B: This repeats a different focus rather than covering two distinct concerns in the
requested area. C: This describes “Knowledge of Language”, rather than the requested focus. D:
This describes “Knowledge of Language”, rather than the requested focus.
4
Education Arkansas ACT
,QUESTIONS
Question 1
“Introductory, transitional, and concluding statements” is complete under
“Production of Writing”. Which next task addresses the separate requirement
for “Integration of Knowledge and Ideas”?
A. Average, median, mode, and weighted averages
B. Producing, interpreting, and refining mathematical models for real-world scenarios
C. Analyzing reasoning across multiple or paired passages
D. Introductory, transitional, and concluding statements
Correct Answer: C
Full Explanation: Integration of Knowledge and Ideas: Analyzing reasoning across multiple or
paired passages. Production of Writing: Introductory, transitional, and concluding statements. A:
This describes “Integrating Essential Skills”, rather than the requested focus. B: This describes
“Modeling”, rather than the requested focus. D: This describes “Production of Writing”, rather than
the requested focus.
Question 2
The label “Knowledge of Language” is attached to “Variety in sentence
structure and precise vocabulary choice”. Which replacement description
better fits the label?
A. Variety in sentence structure and precise vocabulary choice
B. Elimination of redundancy and wordiness
C. Analyzing reasoning across multiple or paired passages
D. Adherence to standard written English conventions
Correct Answer: B
Full Explanation: Knowledge of Language: Elimination of redundancy and wordiness. Language
Use: Variety in sentence structure and precise vocabulary choice. A: This describes “Language
Use”, rather than the requested focus. C: This describes “Integration of Knowledge and Ideas”,
rather than the requested focus. D: This describes “Language Use”, rather than the requested
focus.
2
,QUESTIONS
Question 3
For a review confined to “Key Ideas and Details”, which pair is internally
consistent rather than mixed with “Craft and Structure”? The pair must contain
two distinct concerns. One concern to retain is “Identifying central themes,
main ideas, and summaries”.
A. Evaluating structure, function, and point-by-point development in texts; Understanding
sequential and cause-effect relationships
B. Identifying central themes, main ideas, and summaries; Understanding sequential and
cause-effect relationships
C. Identifying central themes, main ideas, and summaries; Evaluating structure, function, and
point-by-point development in texts
D. Evaluating structure, function, and point-by-point development in texts; Evaluating structure,
function, and point-by-point development in texts
Correct Answer: B
Full Explanation: Key Ideas and Details: Identifying central themes, main ideas, and summaries.
Key Ideas and Details: Understanding sequential and cause-effect relationships. Craft and
Structure: Evaluating structure, function, and point-by-point development in texts. A: This
describes “Craft and Structure”, rather than the requested focus. C: This describes “Craft and
Structure”, rather than the requested focus. D: This repeats a different focus rather than covering
two distinct concerns in the requested area.
Question 4
A coordinated review separates “Basic measurements (area, volume, length)”,
“Generation of relevant ideas and maintenance of a clear thesis”, and “Centers
of data, spread, data display interpretation, and probability calculations”.
Which ordered assignment avoids switching their roles?
A. Integrating Essential Skills → Statistics and Probability → Ideas and Analysis
B. Ideas and Analysis → Integrating Essential Skills → Statistics and Probability
C. Integrating Essential Skills → Ideas and Analysis → Statistics and Probability
D. Statistics and Probability → Ideas and Analysis → Integrating Essential Skills
Correct Answer: C
Full Explanation: Integrating Essential Skills: Basic measurements (area, volume, length). Ideas
and Analysis: Generation of relevant ideas and maintenance of a clear thesis. Statistics and
Probability: Centers of data, spread, data display interpretation, and probability calculations. A:
Positions 2, 3 do not preserve the corresponding task-to-focus relationships. B: Positions 1, 2 do
not preserve the corresponding task-to-focus relationships. D: Positions 1, 3 do not preserve the
corresponding task-to-focus relationships.
3
, QUESTIONS
Question 5
What should a targeted check of “Number and Quantity” examine?
A. Real and complex numbers, exponents, vectors, and matrices
B. Grammar and usage (pronoun agreement, modifier placement, verb tense consistency)
C. Elimination of redundancy and wordiness
D. Properties of shapes, circles, triangles, volume, surface area, and coordinate geometry
Correct Answer: A
Full Explanation: Number and Quantity: Real and complex numbers, exponents, vectors, and
matrices. B: This describes “Punctuation (commas, apostrophes, colons, semicolons)”, rather than
the requested focus. C: This describes “Knowledge of Language”, rather than the requested focus.
D: This describes “Geometry”, rather than the requested focus.
Question 6
Which pair stays within the focus of “Scientific Investigation”, without
switching to “Knowledge of Language”? The pair must contain two distinct
concerns. One concern to retain is “Assessing the validity of scientific
information”.
A. Assessing the validity of scientific information; Analyzing conflicting viewpoints or alternative
hypotheses in biology, chemistry, physics, and earth/space sciences
B. Maintenance of consistent tone and style; Maintenance of consistent tone and style
C. Maintenance of consistent tone and style; Analyzing conflicting viewpoints or alternative
hypotheses in biology, chemistry, physics, and earth/space sciences
D. Assessing the validity of scientific information; Maintenance of consistent tone and style
Correct Answer: A
Full Explanation: Scientific Investigation: Assessing the validity of scientific information.
Scientific Investigation: Analyzing conflicting viewpoints or alternative hypotheses in biology,
chemistry, physics, and earth/space sciences. Knowledge of Language: Maintenance of consistent
tone and style. B: This repeats a different focus rather than covering two distinct concerns in the
requested area. C: This describes “Knowledge of Language”, rather than the requested focus. D:
This describes “Knowledge of Language”, rather than the requested focus.
4
